SPANISH 104 SPRING 2015 Peoples, Ideas and Language of the Hispanic World

Transcripción

1 SPANISH 104 SPRING 2015 Peoples, Ideas and Language of the Hispanic World Horario Section 1: lunes, miércoles y jueves 9:00-10:00 Section 2: lunes, miércoles y jueves 10:00-11:00 Instructor Elena González Ros Oficina Rabb 265 Teléfono Horario de oficina lunes de 1:00 a 3:00 y jueves de 1:00 a 2:00 Correo electrónico elenag@brandeis.edu COURSE DESCRIPTION: This course offers an opportunity to expand the participants linguistic skills in Spanish while simultaneously deepening their understanding of Hispanic culture. The main theme of the course is the history and ideas that shape the Spanish-speaking world, from its peninsular origins to the realities of the Spanish-speaking population in Latin America. Students will improve their listening and reading skills, as well as develop new strategies to acquire new vocabulary. Pertinent grammar not mastered in previous courses will be studied, contextualized and applied during the course as appropriate. LEARNING OBJECTIVES: By the end of the course students will: gain an understanding of present day Spain and Latin American countries and the different cultures and identities that make up their populations better understand the origins of the Spanish language and the factors that contributed to its development be aware of different perspectives when analyzing historical events, such as the Spanish conquest or the Latin American movements of independence familiarize themselves with the main ideas of Simón Bolívar and his vision for the American continent analyze historical and contemporary events through feature length movies LEARNING OUTCOMES: By the end of the course students will be able to: discuss and debate historical events in the Hispanic world providing their personal opinions express a variety of emotions, and opinions using both the indicative and subjunctive moods and relating to present and past events make comparisons between the Latin American independence movements and the USA s war of independence recognize the use of the passive voice and understand how it is formed use relative clauses in descriptions to produce a more fluid text make hypotheses about present, past and future events using conditional sentences For a more comprehensive list of learning outcomes please check each unit s class materials. Elena González Ros 1

2 Textbooks recommended: There is no textbook required for this course. However, if you feel that you need extra help with grammar I recommend: Manual de gramática (5th edition), Dozier & Iguina, Heinle CEngage Learning (2012) or any previous edition. A good bilingual dictionary is highly recommended (or access to a dictionary online) Grading: 10% Participation and contribution to the class 10% Preparation and homework 20% Quizzes 20% Compositions 20% Exams 20% Final project (10% oral presentation + 10% written report) * Attendance: Please read the attendance policy below Grading scale: A C A C A D B D B D B F 59 and below C *Attendance is required and active participation is essential and obligatory for all class meetings. Students will be graded daily for preparation and participation. Attendance will be recorded on a daily basis. Repeated late arrivals to class will be considered as absences. Beginning with your fourth absence you will be penalized 1.0 point per absence off your final grade. Attendance (i.e. just being in class) does not give you any points; good participation does. If you have to miss a class due to illness or a major problem, get in touch with me immediately to work out a solution. You are expected to do all the work missed during class. Homework: No late homework will be collected. If you miss a class please scan your work or take a photo of it and it to me on the day that is due (or give it to someone who can bring it to class for you). Phones and computers: I prefer that you do not use these in class. If you must have your phone on, please put in on silent/vibrate mode. Please talk to me if you feel that you should be allowed electronics in class. Elena González Ros 2

3 Compositions: throughout the course you will be asked to write paragraphs and compositions in Spanish. There will be two main (graded) compositions for this course. The first one will be done in groups and the second one will be done individually. Students will be given the opportunity to rewrite the first composition and make corrections. The final project will consist of a written paper and an oral presentation in front of the class of a topic related to the class themes. More detailed information will be provided in class. ACADEMIC INTEGRITY Academic integrity is central to the mission of educational excellence at Brandeis University. Violation of University policies on academic integrity, described in Section 3 of Rights and Responsibilities, may result in failure on the assignment or failure in the course, and could even end in suspension from the University. Remember that native speakers, family members, friends, and tutors or study leaders, including those sanctioned by Brandeis University, are not authorized to complete homework or any other assignments for you. Any such help with be considered cheating. If you have questions about the type of help you can receive, please ask your professor before you receive help. Plagiarism is not tolerated in this course, and ignorance or negligence on your part is not a valid excuse. The most rampant form of cheating these days is cut and paste plagiarism from the Internet. Using words, ideas, or fragments from undocumented Internet sources is cheating. If you have any questions about what constitutes academic dishonesty, please contact your professor or Kerry Guerard, Interim Director of Student Rights and Community Standards: kguerard@brandeis.edu; ; Shapiro Campus Center 211. If you are working in a group that I have authorized, I will expect your answers to resemble those of your partners; otherwise, I expect you to do your own work separately from your friends, classmates, family members, and so on. You are not permitted to have anyone other than your professors help you on written assignments outside of class. If you have questions on the type of help you may receive, please ask me before you seek help from someone. ADDITIONAL HELP The Brandeis University Group Study (B.U.G.S.) offers students free language practice outside of class. I encourage you to take advantage of this service. Jeffrey Lowenstein (jlowenst@brandeis.edu) will be the group study leader for Spanish this semester. The Office of Student Enrichment Services is located in Usdan Student Center 130, and Jeffrey s hours will be announced in class. NOTICE TO STUDENTS WITH DISABILITIES If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see the professor immediately. Retroactive accommodations cannot be provided. For information about disabilities please contact Beth Rodgers-Kay (brodgers@brandeis.edu). Elena González Ros 3

4 SPANISH MAJOR/MINOR If you are thinking about pursuing a major or minor in Spanish, you should see the Undergraduate Advising Head, Fernando Rosenberg (ferosen@brandeis.edu), as soon as possible to make sure that you understand the prerequisites and requirements. PLACEMENT Please speak with your professor as soon as possible if you have questions about your placement in this course. Keep in mind that once you have completed a course in the language sequence (courses numbered 10 through 106), you will not be able to skip a level. If the course at your level is closed, we advise you to wait a semester and enroll in the appropriate during the next registration period. STUDY ABROAD If you are interested in studying abroad there are many opportunities. Please contact the following representatives: Scott van der Meid (svanderm@brandeis.edu) Allyson Goose (agoose@brandeis.edu) Study Abroad Office Usdan Student Center - Phone number: LATTE Additional information about this course, including the syllabus, films, reference materials, events, and other relevant information may be found on LATTE. Note: I reserve the right to make changes and include other readings and activities that may be relevant to the class for enrichment, or to meet other needs and interests. Elena González Ros 4

5 Programa: S E M A N A 1 12 enero (lunes) Introducción al curso. Requisitos, expectativas e información general. 14 enero (miércoles) Unidad 1: España y su cultura La Península Ibérica y la España actual Estudiar el vocabulario de la unidad 1. Actividades 1-1, 1-2, 1-3 y 1-4 Repaso ser-estar-haber 15 enero (jueves) La(s) lengua(s) española(s) Completar 1-9 B. p.9 Leer el texto La lengua española orígenes e influencias. Actividad 1-10 El pretérito perfecto - fotocopia. S E M A N A 2 19 enero (lunes) MLK Day no hay clase 21 enero (miércoles) La lengua española El pretérito perfecto 22 enero (jueves) El pluscuamperfecto Repaso de los tiempos del pasado Estructuras: el pluscuamperfecto, 1-12, 1-13 y 1-14 Repaso pretérito e imperfecto Fotocopia S E M A N A 3 26 enero (lunes) Los judíos en España Actividad 1-17, enero (miércoles) Debate en clase El Presente de subjuntivo Estructuras: repaso del presente de subjuntivo. Actividades p.21, tabla y enero (jueves) Trabajo en grupo Periódico Oraciones subordinadas adjetivas. Actividad S E M A N A 4 2 febrero (lunes) El presente de subjuntivo: repaso Trabajo en grupo Periódico Terminar el periódico 4 febrero (miércoles) Entregar periódico Repaso de la primera parte de la Unidad 1. Estudiar para la prueba 5 febrero (jueves) Prueba 1 Actividad 1-22 y leer el texto 1-23 Escribe las ideas de este texto que te parezcan más importantes. Elena González Ros 5

6 S E M A N A 5 9 febrero (lunes) El País Vasco y su contexto Ver la película El lobo en LATTE y hacer las actividades 1-25, 1-26, 1-27 y febrero (miércoles) Actividades de la Película El lobo Actividades de El lobo: 1-29, 1-30 Leer el imperfecto de subjuntivo. Actividades febrero (jueves) Película El lobo Actividad 1-35 y 1-36 Actividades asignadas en clase (debate o dramatizaciones) S E M A N A febrero February Vacation: no hay clases S E M A N A 7 23 febrero (lunes) Película El lobo El imperfecto de subjuntivo Repaso Unidad 1 Estudiar para el examen 25 febrero (miércoles) Examen I Estudiar vocab. p.42 Actividades 2-1, 2-2, 2-3, 2-4 y febrero (jueves) Unidad 2: Latinoamérica y su cultura Introducción Leer Yo soy indio y hacer actividad 2-7 S E M A N A 8 2 marzo (lunes) Yo soy indio Colón y el Nuevo Mundo 4 marzo (miércoles) La voz pasiva El eclipse La voz pasiva y act. 2-9 y 2-10 Leer El eclipse y hacer actividades 2-11 y 2-12 Las oraciones de relativo y act Leer África en América: el Caribe y hacer la actividad 2-16 (en LATTE) 5 marzo (jueves) Las oraciones de relativo La influencia africana S E M A N A 9 9 marzo (lunes) Repaso de gramática y conversación Estudiar para la prueba 2 Elena González Ros 6

7 11 marzo (miércoles) Prueba 2 Ver la película También la lluvia en LATTE y hacer las actividades asignadas 2-18, 2-19, marzo (jueves) Actividades de También la lluvia Terminar act y 2-24 y preparar el debate o las dramatizaciones S E M A N A marzo (lunes) También la lluvia Dar los temas de la composición II Subjuntivo en oraciones adverbiales Actividad marzo (miércoles) Las religiones en América Latina Subjuntivo en oraciones adverbiales 19 marzo (jueves) Discusión en clase: la religión Terminar la composición 2 S E M A N A marzo (lunes) Entregar Composición 2 Repaso de gramática. Introducción a los proyectos finales. Estudiar para el examen II Escoger un tema de España o Latinoamérica para el proyecto final y entregar por escrito en clase el miércoles. 25 marzo (miércoles) Examen II 26 marzo (jueves) El futuro y el condicional Traer a clase el tema del proyecto final Leer vocabulario. Actividades 3-4 y 3-5 S E M A N A marzo (lunes) Unidad 3: Los movimientos de independencia en Latinoamérica Introducción Entregar tema del proyecto final 1 abril (miércoles) Causas de los movimientos de independencia Las oraciones condicionales tipo 1 2 abril (jueves) Entregar ideas proyecto final Las ideas de Simón Bolívar Las oraciones condicionales tipo abril Passover: no hay clases S E M A N A 13 Leer Causas de los movimientos de independencia y responder actividad 3-7 Buscar dos o tres ideas fundamentales en las que se centrará el proyecto y traerlas por escrito a clase Actividad 3-9 y 3-10 Actividad 3-12 Leer Las últimas colonias Preparar el primer borrador (draft) del proyecto final y entregar el lunes 13 de abril Elena González Ros 7

8 S E M A N A abril (lunes) Las oraciones condicionales tipo 3 Actividades 3-14 y abril (miércoles) Si el norte fuera el sur Ricardo Arjona Terminar actividades 3-18 y 3-19 Estudiar para la prueba 3 16 abril (jueves) Prueba 3 Prepararse para los proyectos finales S E M A N A abril (lunes) Presentaciones proyectos finales 22 abril (miércoles) Presentaciones proyectos finales 23 abril (jueves) Presentaciones proyectos finales Terminar la parte escrita del proyecto final S E M A N A abril (lunes) Entregar proyecto final (parte escrita) Presentaciones proyectos finales Último día de clase Elena González Ros 8